Describes tutoring experiences provided for senior methods students with college freshmen in composition and short story courses at Colorado State University, Fort Collins. (RD)

Describes FRELEM, a supplemental program of computer drill and practice in elementary French grammar being used at the University of Iowa. A survey of users indicated that students react well to the program and use it often. (EKN)

Significant differences were found in the ways that good and poor fifth-grade readers used text lookbacks, sampling, and other text behaviors while tutoring younger students. Researchers recommend the tutorial methodology for externalizing metacognitive reading comprehension behavior and for research using error detection paradigms. (Author/PP)

Possible ways of developing skills required for effective teaching of independent study and small group instruction are considered. A short series of faculty development courses is reported, and seven main issues in skill development are listed, including structuring and evaluating independent work and integrating other teaching methods. (MSE)

The learning laboratory of the Training School for Boys, a New Jersey correctional school for eight- to fourteen-year-olds, provides remedial reading instruction through a diagnostic-prescriptive model with the assistance of trained volunteers and interns. (SK)

A program is described in which second-year high school students taught elementary students French, Spanish, or German. The program, begun in 1975 in Memphis City Schools, involved 80 high school students and approximately 1,500 elementary students in the 1977-78 school year. (SW)

Identifies difficulties of using microcomputer-based systems as surrogate teachers and some benefits from their appropriate use in partnership with the teacher. Uses considered include application program, simulation program, drill and practice, tutorial program, computer modeling, and administration program. (JEG)

Explains how community service learning (CSL) is political and how teachers may transform their curriculum by engaging students in issues of social and personal empowerment. It explores how youth leadership in CSL projects offers a means for students to build a new sense of themselves as purposive actors with a commitment to building better…

The Learning Together program places British college student volunteers in elementary-secondary classrooms to help students with their studies and raise their aspirations for higher and further education. The program is now a national initiative involving 180 colleges and universities. (SK)

Examines the use of reciprocal peer tutoring (RPT) within the field of education through two experiments: (1) students enrolled in five sections of an introductory educational research course at the graduate level; and (2) undergraduate students within four sections of a human development course. Includes references. (CMK)

This discussion of intelligent tutoring systems (ITS) focuses on a description of C-Tutor, a knowledge-based ITS for novice C programmers. The program analyzer, which is a compound of a reverse engineering system and a didactic system, is explained, and implementation and evaluation is discussed. (LRW)

Contends that an improvisational stance in teaching avoids disagreements and blockages that can stymie reading instruction. Outlines eight graduate students' experiences teaching improvisationally. Explains that the tutors sought a collaborative teaching stance that was in tune with the individual children's interests and personality. Defines…

Describes 16-week intergenerational computer tutoring program in two replacement language-arts classes called Ambassadors of the Computer Age. Special-needs middle-school students improved their language-arts skills while teaching older adults how to use computer technology. (PKP)

Examines reflections of 71 preservice teachers as they tutored literacy in a predominantly Hispanic American, low-income school. Finds the experience of working one-on-one with a student positively influenced preservice teachers' content and procedural knowledge and self-confidence as teachers. Suggests tutors' strong emotional ties with students…